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Journal articles on the topic 'Curriculum planning'

Author: Grafiati

Published: 4 June 2021

Last updated: 25 July 2025

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1

Leinster, Sam. "Curriculum planning." Lancet 362, no. 9385 (2003): 750. http://dx.doi.org/10.1016/s0140-6736(03)14222-5.

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Syed Razi Muhammad. "CURRICULUM PLANNING." JMMC 1, no. 1 (2010): 25–28. http://dx.doi.org/10.62118/jmmc.v1i1.401.

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Planning of the curriculum depends upon the common sense, the understanding of the subject, the way theteacher was educated and the teaching practice of his peers. Help can be taken for guidance from curriculum ofMBBS released by Pakistan Medical & Dental Council and revised in 20051.New Insight: There are various models of curriculum development like Hanford & Hall’s eight step process2,3and Laidlaw & Harden’s study guides4. However, Hardens ten questions5 do not only provide an excellent tool inplanning a curriculum, but also in analyzing it.

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3

Balding, John. "Planning the curriculum." Health Education Journal 45, no. 1 (1986): 25–27. http://dx.doi.org/10.1177/001789698604500106.

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4

Harper, Betty J., and Lisa R. Lattuca. "Tightening Curricular Connections: CQI and Effective Curriculum Planning." Research in Higher Education 51, no. 6 (2010): 505–27. http://dx.doi.org/10.1007/s11162-010-9167-2.

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5

Ni, Laurentius, Ambros Leonangung Edu, and Ingrida Santiana. "Implementation of Independent Learning Curriculum in Elementary Schools." Jurnal Riset Multidisiplin dan Inovasi Teknologi 3, no. 01 (2025): 60–72. https://doi.org/10.59653/jimat.v3i01.1243.

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This research aims to: 1) Describe curriculum, curricular, co-curricular, and extra-curricular planning in implementing the independent learning curriculum at SDK Pagal I, Cibal District. (2) Describe the implementation of the curriculum, curricular, co-curricular, and extra-curricular in implementing the independent learning curriculum at SDK Pagal I, Cibal District. (3) Describe the evaluation of the curriculum, curricular, co-curricular, and extra-curricular in implementing the independent learning curriculum at SDK Pagal I, Cibal District. Through an in-depth case study approach, this rese

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Laurentius Ni, Ambros Leonangung Edu, and Ingrida Santriana Nice. "Implementation of the Merdeka Curriculum in Elementary Schools (Case Study at SDK Pagal I, Cibal District, Manggarai, East Nusa Tenggara, Indonesia)." JIMAD: Jurnal Ilmiah Mutiara Pendidikan 2, no. 4 (2024): 103–19. https://doi.org/10.61404/jimad.v2i4.341.

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This research aims to: 1) Describe the curriculum planning, curricular, co-curricular, and extracurricular activities in the implementation of the Merdeka Curriculum. 2) Describe the implementation of the curriculum, curricular, co-curricular, and extracurricular activities in the implementation of the Merdeka Curriculum. 3) Describe the evaluation of the curriculum, curricular, co-curricular, and extracurricular activities in the implementation of the Merdeka Curriculum. This study adopts a case study approach to explore the issue in depth using qualitative methods. The techniques employed in

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7

Lister, T. A. J., and R. J. Cameron. "Curriculum Management (Part 1): Planning Curriculum Objectives." Educational Psychology in Practice 2, no. 1 (1986): 6–14. http://dx.doi.org/10.1080/0266736860020103.

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8

Neureuther, Brian D. "Implementation Of Enterprise Resource Planning In Business Curriculums." Review of Business Information Systems (RBIS) 9, no. 4 (2005): 7–12. http://dx.doi.org/10.19030/rbis.v9i4.4439.

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SAP, the most pervasive enterprise resource planning software package in the world, is currently being used in several universities across the US. The use of this software varies from institution to institution, primarily by the degree in which it permeates the business curriculum. From a personal perspective, the author seeks to examine why SAP is fully integrated in some curriculums and why it is sporadically used in other curriculums. The question of how SAP can be successfully implemented into the business curriculum is addressed and explained.

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Song, Naree, and Dukjoo Jo. "A Study on the Development and Operation Model of Extracurricular Curriculum in University." Korean Association For Learner-Centered Curriculum And Instruction 24, no. 8 (2024): 467–84. http://dx.doi.org/10.22251/jlcci.2024.24.8.467.

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Objectives The purpose of this study is to help universities systemically develop and operate extracurricular curriculum that can reflect their own characteristics, through research on a development and management model for extracurricular curriculum activities. Methods The steps of research were progressed with three stages: research planning, literature review and the model development. Based on the Taba’s(1962) curriculum development model, the research planning stage planned the extracurricular curriculum development and operation model of the university. The literature research stage coll

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10

Daud, Darmawan, Muhammad Nasir, and Moh Salehudin. "Manajemen Pengembangan Kurikulum Pesantren Mu’Adalah (Studi Kasus Pada Satuan Pendidikan Mu’allimin Pondok Pesantren Trubus Iman Tanah Grogot)." Journal on Education 6, no. 4 (2024): 20732–47. http://dx.doi.org/10.31004/joe.v6i4.6187.

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The policy on developing the mu'adalah pesantren curriculum as outlined in the Regulation of the Minister of Religious Affairs of the Republic of Indonesia number 31 of 2020 emphasizes the importance of being tailored to the characteristics of each pesantren. Management, which consists of planning, implementation, and evaluation, is a crucial aspect of this process. This has a significant impact on the students. The management of the mu'adalah pesantren curriculum development at Trubus Iman Islamic Boarding School focuses on planning, implementation, and evaluation. The Planning of the Mu'adal

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11

Burge, S. M. "Curriculum planning in dermatology." Clinical and Experimental Dermatology 29, no. 1 (2004): 100–104. http://dx.doi.org/10.1111/j.1365-2230.2004.01426.x.

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12

HARDEN, R. M. "Approaches to curriculum planning." Medical Education 20, no. 5 (1986): 458–66. http://dx.doi.org/10.1111/j.1365-2923.1986.tb01193.x.

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Tooey, Mary Joan. "Planning an Internet Curriculum." Medical Reference Services Quarterly 14, no. 2 (1995): 85–89. http://dx.doi.org/10.1300/j115v14n02_09.

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14

Carden, Nigel. "Planning National Curriculum Science." British Journal of Special Education 18, no. 3 (1991): 93–95. http://dx.doi.org/10.1111/bjsp.1991.18.3.93.

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15

Assagaf, Muhammad Ridha. "Arabic Curriculum Planning Management." Golden Ratio of Data in Summary 4, no. 2 (2024): 496–504. http://dx.doi.org/10.52970/grdis.v4i2.561.

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This study aims to explore the management of Arabic curriculum planning in Indonesian higher education, focusing on the effectiveness of planning in addressing challenges in teaching and learning Arabic. Utilizing a qualitative approach and library research methods, the study analyzes literature related to curriculum management and its implementation at three higher education institutions. The findings reveal that the curriculum planning process involves stages of needs analysis, goal formulation, content development, teaching strategies, and evaluation, although the depth and approach vary be

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16

Harnden, Julia. "Integrated curriculum financial planning." SecEd 2019, no. 5 (2019): 7. http://dx.doi.org/10.12968/sece.2019.5.7.

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17

Roberts, G. D. "Planning a professional curriculum." BMJ 300, no. 6736 (1990): 1398. http://dx.doi.org/10.1136/bmj.300.6736.1398.

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18

Kamolova, Aziza Sayfullin R. "PLANNING CURRICULUM AND SYLLABUS." «Zamonaviy dunyoda ilm-fan va texnologiya» nomli ilmiy-amaliy konferensiya 1, no. 7 (2022): 81–84. https://doi.org/10.5281/zenodo.7431156.

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Curriculum development is a purposeful, progressive, and systematic process to create positive improvements in the educational system. The development process systematically organizes what will be taught, who will be teaching, and how content is taught. Analyzing a visual representation of the curriculum is a quick and easy way to identify potential gaps or alignment issues. A syllabus reflects the instructor's feelings, attitudes, and beliefs about the subject matter, teaching, learning, and students. It should outline what is expected to happen during the semester, delineate the responsi

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19

Fachru Abdul Rahman and Ika Kartika. "Pengembangan Kurikulum Pesantren Muadalah." Jurnal Dirosah Islamiyah 7, no. 1 (2025): 127–36. https://doi.org/10.47467/jdi.v7i1.6457.

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The regulations for the development of the muadalah Islamic boarding school curriculum contained in the Regulation of the Minister of Religion of the Republic of Indonesia number 31 of 2020 emphasize the importance of maintaining the characteristics of each Muadalah Islamic boarding school. development consisting of planning, implementation and evaluation is a crucial aspect in this process. This research method uses a qualitative approach with triangulation data collection techniques. The research location is at the Rafah Islamic Boarding School. The results of this research indicate that the

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Firmansyah, N Hanafiah, and Sri Handayani. "Implementasi Manajemen Kurikulum Merdeka untuk Meningkatkan Mutu Pendidikan." Dirasah : Jurnal Studi Ilmu dan Manajemen Pendidikan Islam 7, no. 2 (2024): 441–55. http://dx.doi.org/10.58401/dirasah.v7i2.1375.

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This research aims to describe and analyze the Implementation of Merdeka Curriculum Management to Improve Education Quality. The research approach uses a qualitative approach descriptive method. Data collection techniques using interviews, observation, and documentation. Research results: Planning stage with 1) Identification of Local Needs, 2) Organizing a Curriculum Planning Team. 3) Socialization of Understanding the Independent Curriculum Concept. 4) Determination of CP and ATP Learning Objectives. 5) Selection of teaching materials and project modules: 5) Planning Extracurricular Activiti

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21

Hakim, Abdul, and N. Hani Herlina. "Manajemen Kurikulum Terpadu di Pondok Pesantren Modern Daarul Huda Banjar." Jurnal Penelitian Pendidikan Islam 6, no. 1 (2018): 111. http://dx.doi.org/10.36667/jppi.v6i1.157.

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This article is the result of research at Pondok Pesantren Modern Daarul Huda, Banjar City, West Java Province. The results of the research show that: (1) Integrated curriculum planning includes the program of faith development, noble character, science, nationality and nationality, art, entrepreneurship and technical skills, dakwah and community, leadership and management, teacher training, gender equality education, and health, tahfidz al-Qur'an; (2) curriculum structure consists of intra-curricular curriculum, co-curricular and extracurricular; (3) the implementation of integrated curriculu

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22

Latifa, Helmia, Koesoemo Ratih, and Maryadi Maryadi. "JUNIOR HIGH SCHOOL ENGLISH TEACHERS’ PLANNING ON MERDEKA CURRICULUM." English Review: Journal of English Education 12, no. 1 (2024): 203–12. http://dx.doi.org/10.25134/erjee.v12i1.8832.

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The purpose of this study was to determine teachers’ planning for implementing Merdeka curriculum in teaching English. This research is phenomenological research. Researchers used observation, interviews, and documentation to obtain data. The research data are statements from English teachers, principal, and deputy principals in the field of curriculum, pictures from observations, and documentation. The results of this study showed that the teacher made four plannings` for the implementation of Merdeka curriculum. These plannings are assessment, teaching device, flow of learning objectives, an

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23

Abdelmalak, Mariam. "Participatory Curriculum Planning: Students’ Perceptions." Curriculum and Teaching 30, no. 1 (2015): 67–84. http://dx.doi.org/10.7459/ct/30.1.06.

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24

Woodhouse, Howard, and Chris Nash. "Collaborative Curriculum Planning at Universities." Canadian Journal of Education / Revue canadienne de l'éducation 17, no. 4 (1992): 463. http://dx.doi.org/10.2307/1495445.

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CRAWFORD, N. B., and J. GARDNER. "Curriculum Planning Workshop: an evaluation." Journal of the Institute of Mental Subnormality (APEX) 7, no. 4 (2009): 130–33. http://dx.doi.org/10.1111/j.1468-3156.1980.tb00483.x.

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Cooper, Chris. "Curriculum Planning for Tourism Education." Journal of Teaching in Travel & Tourism 2, no. 1 (2002): 19–39. http://dx.doi.org/10.1300/j172v02n01_02.

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27

Sparacino, Patricia S. A. "Clinical Nurse Specialist Curriculum Planning." Clinical Nurse Specialist 4, no. 1 (1990): 43–44. http://dx.doi.org/10.1097/00002800-199000410-00012.

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28

Tiwari, Agnes, Sophia Chan, and Beatrice Law. "Stakeholder Involvement in Curriculum Planning." Nurse Educator 27, no. 6 (2002): 265–70. http://dx.doi.org/10.1097/00006223-200211000-00007.

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29

Scarfe, N. V. "Curriculum Planning in Geographic Education." New Zealand Journal of Geography 47, no. 1 (2008): 17–21. http://dx.doi.org/10.1111/j.0028-8292.1969.tb00042.x.

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30

Smith, Doris O. "Staff meetings: Planning meaningful curriculum." Day Care & Early Education 12, no. 4 (1985): 20–21. http://dx.doi.org/10.1007/bf01619852.

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31

Chiarella, E. Mary. "Ethical dilemmas in curriculum planning." Nurse Education Today 8, no. 2 (1988): 96–98. http://dx.doi.org/10.1016/0260-6917(88)90006-8.

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Gallego, Amalia. "Curriculum planning in nursing education." Nurse Education Today 12, no. 1 (1992): 76. http://dx.doi.org/10.1016/0260-6917(92)90027-l.

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33

Intan Sari, Arrum, and Rini Setyaningsih. "ISLAMIC EDUCATION CURRICULUM PLANNING MODEL." Al Ulya: Jurnal Pendidikan Islam 8, no. 2 (2023): 95–107. http://dx.doi.org/10.32665/alulya.v8i2.1796.

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The purpose of this research is to find out how the Islamic education curriculum planning model takes into account 1) epistemology, 2) ideology, and 3) the Islamic education curriculum planning model in Tyler's view which is associated with the opinions and theories of Zainal Arifin. The method used in this study is Library Research which is carried out by collecting data in the form of text in online/offline libraries, E-Books, and journals using inductive analysis techniques. The main literary sources used are two books (Zainal Arifin and Oemar Hamalik) and one article (Mukh Nursikin). The a

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Nani Zahrotul Mufidah, Imam Fuadi, Agus Zaenul Fitri, and Asy’aril Muhajir. "Integrated curriculum planning of the Qur'an in shaping the religious character of students at SDI Qur'ani Al-Bahjah Cirebon, West Java, Indonesia." World Journal of Advanced Research and Reviews 20, no. 2 (2023): 571–78. http://dx.doi.org/10.30574/wjarr.2023.20.2.2272.

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This research was motivated by the author's interest in the curriculum program at the institution, namely SDI Qur'ani Al-Bahjah Cirebon, with the curriculum used as the Tahfidz Curriculum. This institution incorporates the Tahfidz Curriculum into the learning process. This can be seen from the uniqueness highlighted by the institution as an effort to answer the challenges of the times and also answer parents' concerns about the morals and abilities of their children. The institution offers an integrated curriculum of the Qur'an as a shaper of the religious character of students. Furthermore, f

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Jukić Matić, Ljerka. "Navigating the seas of the curriculum: A mathematics teacher’s interactions with curriculum materials." European Journal of Science and Mathematics Education 12, no. 4 (2024): 468–88. http://dx.doi.org/10.30935/scimath/14912.

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Curriculum materials are not a fixed object; they are an active partner in a teacher’s practice. Teachers and curriculum materials interact in a participatory relationship where both the characteristics of the teacher and the characteristics of the curriculum material affect the instruction. Teachers interpret and tailor these materials to create particular instructional strategies, therefore, teachers can be considered as lesson designers. The study presented in this paper uses longitudinal case study design to investigate the relationship between a mathematics teacher and curriculum material

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36

Veryawan, Veryawan, Rabitah Hanum Hasibuan, Anisaturrahmi Anisaturrahmi, et al. "Analysis of the implementation of the Merdeka curriculum with Pancasila-profiled learners in early childhood education." Aṭfālunā Journal of Islamic Early Childhood Education 6, no. 2 (2023): 81–95. http://dx.doi.org/10.32505/atfaluna.v6i2.6517.

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Merdeka curriculum is interpreted as a learning design that provides learning opportunities for children to learn with freedom and creative thinking, creating a generation of lifelong learners following the values of Pancasila. This research aims to analyze the implementation of the Merdeka curriculum with Pancasila-profiled learners in early childhood education. This research uses a systematic literature review using the Preferred Reporting Items for Systematic Reviews and Meta-analysis (PRISMA) with three steps: planning, conducting, and reporting the review. The procedure through stages is

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Diana Riski Sapitri Siregar and Bahrissalim. "Desain Pengembangan Kurikulum." Jurnal Mahasiswa Pendidikan 2, no. 2 (2022): 137–48. http://dx.doi.org/10.37286/jmp.v2i2.183.

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The curriculum is one of the components and guidelines that facilitate the implementation of education to achieve its goals. The curriculum is an important component in education, because it regulates all educational processes from planning to evaluation. The purpose of this study is to discuss the design of curriculum development. The method used in this research is qualitative research with library research method, by reviewing some literature on curriculum development. The results of this study indicate that the micro curriculum goals can be seen from the institutional goals, curricular goa

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38

Ariati, Fitri, Retoliah, and Zulfikri. "Concepts, Characteristics, and Scope of Arabic Curriculum Management." Albariq: Jurnal Pendidikan Bahasa Arab 6, no. 1 (2025): 64–85. https://doi.org/10.24239/albariq.v6i1.91.

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This study explores the fundamental concepts, key characteristics, and theoretical scope of Arabic language curriculum management within the broader context of educational management. The study is based on a library research method that analyzes relevant academic and regulatory literature. Arabic curriculum management is defined as a comprehensive, cooperative, systemic, and systematic process involving the planning, organization, implementation, and supervision of curriculum elements to achieve the goals of Arabic language education. The paper distinguishes between two dominant models of curr

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Nani, Zahrotul Mufidah, Fuadi Imam, Zaenul Fitri Agus, and Muhajir Asy'aril. "Integrated curriculum planning of the Qur'an in shaping the religious character of students at SDI Qur'ani Al-Bahjah Cirebon, West Java, Indonesia." World Journal of Advanced Research and Reviews 20, no. 2 (2023): 571–78. https://doi.org/10.5281/zenodo.12590154.

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This research was motivated by the author's interest in the curriculum program at the institution, namely SDI Qur'ani Al-Bahjah Cirebon, with the curriculum used as the <em>Tahfidz</em> Curriculum. This institution incorporates the <em>Tahfidz</em> Curriculum into the learning process. This can be seen from the uniqueness highlighted by the institution as an effort to answer the challenges of the times and also answer parents' concerns about the morals and abilities of their children. The institution offers an integrated curriculum of the Qur'an as a shaper of the religious

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40

Ali, Agus, Nurwadjah Ahmad EQ, and Andewi Suhartini. "Manajemen Kurikulum Terpadudi Pondok Pesantren Modern Ummul Quro Al-Islami Bogor." Jurnal Dirosah Islamiyah 4, no. 1 (2021): 59–77. http://dx.doi.org/10.47467/jdi.v4i1.677.

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This article aims to discuss integrated curriculum management at the modern Islamic boarding school Ummul Quro Al-Islami Bogor, including: planning and implementing an integrated curriculum. By using a descriptive qualitative method, Based on the results of research on integrated curriculum management at the Modern Islamic Boarding School Ummul Quro Al-Islami, it can be concluded as follows: (1) Integrated curriculum planning consists of, intra-curricular, co-curricular and extracurricular, integrated curriculum planning include: (1) goals, (2) programs, (3) schedule of activities. Educational

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41

Al-Eraky, Mohamed M. "Curriculum Navigator: Aspiring towards a comprehensive package for curriculum planning." Medical Teacher 34, no. 9 (2012): 724–32. http://dx.doi.org/10.3109/0142159x.2012.689445.

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Armando, Diego, Huaita Acha, and Yangali Vicente. "Semantic Correlation Model of Socio-Formative Data for Curricular Planning Evaluation." European Journal of Educational Research 12, no. 1 (2024): 69–87. http://dx.doi.org/10.12973/eu-jer.13.1.69.

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<p style="text-align: justify;">The study presents a semantic correlation model (SCM) of socioformative data, which is designed to support the evaluation of curriculum planning (CPE) that is developed from indicators derived from curriculum components such as graduate profile, study plan, area plan and subject plan. The objective of the research was to design a semantic correlation model of socio-formative data to support the evaluation of curriculum planning in accordance with the objectives of sustainable development in education. The study is a quasi-experimental research based in a L

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Yuslia Yeni, Herfina, and Zulminiati Zulminiati. "Manajemen Pembelajaran Kurikulum Merdeka di Taman Kanak-kanak Khalifah Carocok Anau Kabupaten Pesisir Selatan." Ar-Raihanah: Jurnal Pendidikan Islam Anak Usia Dini 3, no. 1 (2023): 141–49. http://dx.doi.org/10.53398/arraihanah.v3i1.254.

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The purpose of this research is to find out how the independent curriculum learning management is managed in the Khalifah Carocok Anau Kindergarten in the South Coastal Region. This researcher is a participant in a qualitative study that describes the planning, implementation, and assessment of the independent curriculum in kindergarten. Information is collected from various sources, including observation, interviews, and documentation. To process all the collected data used data analysis, especially descriptive analysis. Based on research findings, the management of independent curriculum lea

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Kurniawati, Aisyah, Sutarno Sutarno, and Sariman Sariman. "INTEGRATION OF ISLAMIC SPIRITUAL EMOTIONAL AND INTELLECTUAL EDUCATION IN VOCATIONAL HIGH SCHOOLS." Ta dib Jurnal Pendidikan Islam 11, no. 2 (2023): 229–40. http://dx.doi.org/10.29313/tjpi.v11i2.10542.

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The results of education are not only cognitively centered but are emphasized on everyday moral behavior, which reflects on spiritual intellectual intelligence. This study aims to describe and analyze the planning and implementation of the integration of Islamic spiritual emotional and intellectual education in vocational high schools. The results of this study: Integration of Spiritual, Emotional, and Intellectual Education Curriculum at Nahdlatul Ulama Al Barokah Babat Vocational High School begins with curriculum integration planning in five stages, namely concept formulation, curriculum fo

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45

Alnaji, Abdulssalam Omar. "Curriculum Planning Model in General Education." Journal of Curriculum and Teaching 11, no. 5 (2022): 275. http://dx.doi.org/10.5430/jct.v11n5p275.

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The purpose of this study was to establish the appropriateness of a comprehensive model for curriculum planning in the Kingdom of Saudi Arabia, including its processes and procedures. The researcher employed a descriptive approach. The researcher created a curriculum planning model containing the objectives, foundations, procedures, and a visual schematic diagram illustrating the 14 specialists' responses. They demonstrated the model elements' suitability for curriculum development by a very high agreement rate of 100%. The average proportion of procedures for each planning process was 100%, a

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46

Tulkinovna, Djumayeva Guli. "LANGUAGE PLANNING PROPOSAL." American Journal Of Social Sciences And Humanity Research 03, no. 03 (2023): 71–77. http://dx.doi.org/10.37547/ajsshr/volume03issue03-16.

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This article indicates some issues in increasing students' аbility to communicаte effectively in English using the lаnguаge specific to their professionаl fields by the time they graduate from university and reach B2. Also, the article demonstrates methods of the teachers as well as he aim of the curriculum. In addition, recommendations are provided in order to support students to achieve their goals.

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Neidermeyer, Adolph A., and Presha E. Neidermeyer. "The Missing Curriculum Link: Personal Financial Planning." American Journal of Business Education (AJBE) 3, no. 4 (2010): 79–82. http://dx.doi.org/10.19030/ajbe.v3i4.417.

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With increasing personal and business financial challenges facing today’s professionals, we, as business school faculty, have a responsibility to offer the educational background that should enable rising professionals to successfully manage finances. Unfortunately, the results of a recent analysis of curriculum offerings in Personal Financial Planning indicate that we, as faculty, have not fully accepted this responsibility. Only three out of the 131 four-year institutions reviewed have a required Personal Financial Planning course in their curriculums. Quite frankly, we’re permitting launchi

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Sefer, Jasmina. "Thematic curriculum approach." Zbornik Instituta za pedagoska istrazivanja, no. 35 (2003): 79–93. http://dx.doi.org/10.2298/zipi0335079s.

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Thematic curriculum combines disciplines and media. The process is problem-oriented and the scenario most often follows the logic of exploring or storytelling. Those two approaches to teaching are appropriate because they fit into interdisciplinary and creative open-ended problem solving through play, as insisted upon by thematic curriculum. The matrix, where seven types of abilities intersect with five types of problems according to their degree of openness, defines well the outcomes of teaching. However, it did not prove to be suitable for planning the majority of activities in thematic curr

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Esad Kurejšepi. "Misalignment of Cross-Curricular Areas in Primary Education in Kosovo." Communications on Applied Nonlinear Analysis 32, no. 9s (2025): 2506–16. https://doi.org/10.52783/cana.v32.4556.

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Introduction: The alignment of cross-curricular areas in primary education plays a crucial role in ensuring balanced and effective learning experiences. In Kosovo, the curriculum serves as the foundation of the education system, guiding teaching methodologies, content delivery, and learning outcomes. However, despite its comprehensive structure, inconsistencies in the distribution of curricular areas can lead to imbalances that affect the quality of instruction. Objectives: This study investigates the misalignment of cross-curricular areas in primary education in Kosovo, with a specific focus

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Witkosky, David V., and Paul Sandrock. "Planning Curriculum for Learning World Languages." Die Unterrichtspraxis / Teaching German 36, no. 1 (2003): 100. http://dx.doi.org/10.2307/3531702.

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